Fostering Positive Learning Environments: Are General and Special Education Teachers From One School District Using Research-Informed and Evidence-Based Practices?
Teachers like evidence-based classroom tools once they try them, but most still lack training and easy access.
01Research in Context
What this study did
Pulos et al. (2024) asked teachers in one district what they know about evidence-based classroom management.
They sent a short survey to every general and special education teacher. The survey asked about training, access, and use of research-informed practices.
What they found
Most teachers said they had little training and few materials for evidence-based practices.
Still, the ones who tried these tools liked them. They felt the practices helped calm their rooms.
How this fits with other research
Locke et al. (2022) saw the same gap in autism-inclusive elementary schools. Only reinforcement saw wide use; video modeling sat on the shelf.
Jackson et al. (2025) dug deeper and scored the "implementation climate" as low. They found the same barriers: no time, no coaching, no praise for trying.
Byiers et al. (2025) asked physical-ed teachers the same questions and got the same answer: little training, yet staff feel confident. The pattern repeats across roles.
Why it matters
If you coach teachers, do not assume they already know the basics. Offer quick micro-trainings and easy-to-find toolkits. Start with one high-impact practice like reinforcement. Share tiny wins in weekly emails so staff see that evidence-based tools work in real classrooms.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →Pick one teacher, model a 5-minute reinforcement routine, and leave a one-page cheat sheet.
02At a glance
03Original abstract
Abstract The use of research-informed and evidence-based practices (RI/EBPs) in classroom and behavior management can help teachers mitigate challenging student behavior in their classrooms, while also improving the academic achievement for those students. However, research suggests teachers lack the knowledge and skills to implement these practices. The purpose of this study was to gain insight of one mid-Atlantic school districts (1) access, preparation, and training in the use of RI/EBPs in classroom and behavior management and (2) the experiences of their teachers with RI/EBPs in classroom and behavior management. Data were analyzed based on a cross-sectional survey design. Results indicated participants had limited access, preparation, and training in RI/EBPs in classroom and behavior management; however, some variation did occur. In addition, results were promising relative to our participants’ experiences with RI/EBPs in classroom and behavior management. Limitations, implications for future research, and implications for practice are discussed.
Education and Treatment of Children, 2024 · doi:10.1007/s43494-024-00141-0